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Redesigning a freshman engineering course to promote active learning by flipping the classroom through thereuse of MOOcs

  • Autores: Carlos Alario Hoyos, Iria Manuela Estévez Ayres, Carlos Delgado Kloos, Julio Villena Román, Pedro J. Muñoz Merino, Enrique Llorente Pérez
  • Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. Extra 1 (Parte B ), 2019 (Ejemplar dedicado a: Active Learning Experiences in Engineering Education), págs. 385-396
  • Idioma: inglés
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  • Resumen
    • MOOCs have made it possiblenot only to provide quality open education for any learnerworldwide, but also to rethink theway on-campusteachingis delivered. Thematerials produced for a MOOC canbeconsumed byon-campusstudents beforearriving to the classroom, using class time to do activities that promote active learning, following this way a flippedclassroom strategy. This paper presents the experience of redesigning a first-year engineering course with a large number ofstudents (over 400 each year), in which MOOCs are reused, and a flipped classroom strategy is implemented, dedicatingmost of traditional lecture time to do hands-on, interactive activities. The results show an increase in students’ motivation,both in the use of MOOC content outside the classroom, and in the realization of hands-on, interactive activities inside theclassroom. In relation to the teacher, having information on students’ previous work outside the classroom, and onstudents’ work in the hands-on, interactive activities carried out inside the classroom, allows understanding better thedifferences between groups, tailoring the explanations during class time, and providing proper reinforcement activities tobe done after class.


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